Practising the use of TierPractising the use of Tiered Assignments in Teached Assignments in Teaching and Learning of Priming and Learning of Prim

ary English Languageary English Language

Diocesan Preparatory SchoolDiocesan Preparatory School

11-5-200711-5-2007

Objectives:Objectives:

• Students will be able to explore ideas and concepts at a level that builds on their prior knowledge in a mixed-ability classroom by doing tiered assignments.

Importance of this ProgrammeImportance of this Programme::

• Whole school approach to gifted education is our school major concern in curriculum development.

Preparation for the ProgrammePreparation for the Programme

• We are supported by the Gifted Education Section of EMB.

• Staff Professional Development:

1. A talk on Introduction of Gifted

Education

2. Tiered Assignment Workshop

Preparation of the ProgrammePreparation of the Programme

• Co-planning meetings

• Two teachers of the gifted education team attended a foundation course on gifted education and did some try-outs.

Rationale of the Programme:Rationale of the Programme:Operational Mode of Gifted Education i

n Hong Kong

Rationale of the Programme:Rationale of the Programme:• The operation approach: Level one: Whole class (School-based) B: Differentiated teaching through appropriate grouping of students to meet the different needs of the groups with enrichment and extension of curriculum across all subjects in regular classrooms.

What are tiered assignments?What are tiered assignments?

• According to Tomlinson (1995), tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class. Teachers implement varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth.

Types of Tiered AssignmentsTypes of Tiered Assignments

Classroom Mode

• Tiered by challenge level

• Tiered by complexity

Features of Tiered AssignmentsFeatures of Tiered Assignments

• Being used in a regular classroom of mixed ability students

• No pre-identification is required

• It is learning-outcome-oriented

Features of Tiered AssignmentsFeatures of Tiered Assignments

• Common in core content

• Variations in assignment

• Varied instructions in depth and breadth

• Flexible groupings

Background of the SchoolBackground of the School

• Diocesan Preparatory School

• EMI school

• 12 Classes

• Activity and project-based learning approach

• Parallel classes

• Mixed-ability grouping

Background of the SchoolBackground of the School

• This year, we have started to implement ‘Tiered Assignments’ to the three main subjects:

Chinese (P4)

Mathematics (P1-P3)

English (P1-P3)

Background of the Target GroupBackground of the Target Group

• P1B (23 boys and 9 girls)

• P6B (35 boys)

Number of Lessons:Number of Lessons:

Two 80-minute English lessons

Try-out Period:

February 2007 to April 2007

EvaluationEvaluation

• Observation

• Interview with targeted students

• Student work

P1- Try-out LessonsP1- Try-out Lessons

• 80-minute English Language lesson• Task-based learning• Learning activities:

Shared reading, acting out the play ‘The Three Wishes’, peer assessment, discussion

• Main task: Write dialogues for Jack and Jill• Bonus 1: Write a playscript for Jack and Jill• Bonus 2: Write a playscript for Humpty Dumpty

by Maire Buonocore, Collinsby Maire Buonocore, Collins

The Three Wishes

The narrator

The farmer

The farmer’s wife

The gnome

CharactersCharacters

Narrator:A farmer was walking in the forest. He met a gnome whose foot was stuck in a hole.

Scene 1

Gnome:Hey! You! My foot is stuck in this hole. Get me out!

Farmer:All right. I’ll pull you out.

Gnome:Ow! Be careful! Ouch!

Continue……

Characters: Actors/Actresses

1. The narrator

2. The farmer

3. The gnome

The Three Wishes

Scene 1: In the ForestNarrator: A farmer was walking in the forest. He met a gnome whose foot was stuck in a hole.Gnome: Hey! You! My foot is stuck in this hole. Get me out!Farmer: All right. I’ll pull you out.Gnome: Ow! Be careful! Ouch!Narrator: The farmer pulled and pulled, until at last… pop! The gnome’s foot shot out of the hole and the farmer and the gnome fell over.Gnome: Look what you’ve done! My boot is still in the hole. Humans are so silly!Farmer: That’s not fair. We’re not silly.Gnome: You are. I can prove it. I’ll give you and your wife three wishes. You will be sure to waste them. That’s how silly humans are.Farmer: We’re not silly, and we won’t waste them.

Peer Assessment FormPeer Assessment Form The Three Wishes

A. Circle the right number of stars. More stars mean better work.

Scene 1 Scene 2 Scene 3

Group Number:____

Group Number:_____

Group Number:____

1. My classmates speak clearly and loud enough. 2. My classmates speak with facial expression. 3. My classmates are cooperative.

4. I like their performance.

B. The best group is _______________________________________ .

Bonus 1: Write the script of Jack and Jill. Narrator: One day, _________________________________________________

___________________________________________________________Jack: ___________________________________________________________

______________________________________________________________________________________________________________________

Jill: _________________________________________________________________________________________________________________________________________________________________________________

Jack: _________________________________________________________________________________________________________________________________________________________________________________

Jill: _________________________________________________________________________________________________________________________________________________________________________________

Jack: _________________________________________________________________________________________________________________________________________________________________________________

Jill: _________________________________________________________________________________________________________________________________________________________________________________

Bonus 2: Write a script for Humpty Dumpty.

Humpty Dumpty Characters: Narrator, Humpty Dumpty, Soldiers Narrator : One day, Humpty Dumpty was sitting on the wall.Humpty Dumpty: I’m falling.______________________________________

_______________________________________________________________: _______________________________________________

_______________________________________________________________: _______________________________________________

_______________________________________________________________: _______________________________________________

_______________________________________________________________: _______________________________________________

_______________________________________________________________: _______________________________________________

_______________________________________________________________: _______________________________________________

_______________________________________________

P6 Try-out LessonsP6 Try-out Lessons• 80-minute English Composition lesson

• Main task (for all students): write 2 different

endings

• Bonus 1: write the third different ending

• Bonus 2: write the fourth different ending

Student WorkStudent Work

Student WorkStudent Work

Advantages of Tiered Advantages of Tiered AssignmentsAssignments

• No pre-identification is required

• A series of tiered assignments is a self-explained tool of identification

• Allow equal learning opportunities for gifted and average learners in the classrooms.

ReflectionReflection• ‘Tiered Assignments’ is a strategy of

catering the learning needs of the gifted in regular classrooms. Other curriculum designs must be introduced when more advanced provision of catering is required by the gifted students.

• It is challenging for the teachers to decide and design the level of difficulty of tiered assignments.

ReflectionReflection• Teachers have to assess students’ progress

before they go to the next tiered assignment.

• Students’ motivation (intrinsic and extrinsic)

• Need more time for collaboration and evaluation among teachers

ReflectionReflection

• Teachers need to cater for learning diversity for the less able ones apart from the gifted.

• Smaller class size is an advantage.

Interview QuestionsInterview Questions

• Do you like bonus questions? Why?

• Do they help you? In what ways?

• Do you welcome bonus questions in future lessons?

Guidelines for Implementing Guidelines for Implementing Tiered AssignmentsTiered Assignments

Tomlinson (1995) suggested the following:

• Be sure the task is focused on a key concept

• Use a variety of resource materials (Different levels of complexity and learning modes)

• Adjust the task to ensure appropriate challenge

Reference:Reference:

• Tomlinson, C.A. (1995) How to differentiate Instruction in Mixed Ability Classrooms, Alexandria, VA: ASCD.

Thank you !